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Abstract

This paper reports findings from an empirical study designed to examine how the integration of technology, in particular Interactive Whiteboards, effects teaching and learning practices in one classroom as a teacher and her students interact with multimodal texts. Data based on observations, field notes, reflective journal entries, videotapes and cultural artifacts were analysed. Findings indicate lack of congruence between espoused beliefs and enacted practices in regards to multiliteracies with teacher practice revealing a greater focus on print-based modes of communication and less attention to other modes of communication. The implications of such practice, as well as the consideration of multimodal resources as cultural products that afford and constrain opportunities for student learning is discussed.

Conference Title

2008 Annual Meeting of the American Educational Research Association: Research on Schools, Neighborhoods, and Communities: Toward Civic Responsibility

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Copyright remains with the author[s] 2008. The attached file is reproduced here in accordance with the copyright policy of the publisher. For information about this conference please refer to the conference’s website or contact the author[s].

Subject

English and Literacy Curriculum and Pedagogy (excl. LOTE, ESL and TESOL)